Mears Yvette

Inspection date

Previous inspection date 23/04/2014 26/10/2009

p.1

early years provision

This inspection: 1 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Teaching is excellent, the childminder has an exemplary understanding of children's abilities and skilfully uses this knowledge to provide highly stimulating activities which drive children's learning.  The childminder has established very successful ways to meticulously observe children's development and plan for the next steps in their learning. She shares these with parents and uses them to effectively target children's learning needs and interests.  The childminder provides a very stimulating environment which actively promotes children's learning, independence and cooperation skills. This helps children to feel very safe and secure; they are very kind and caring to each other. They are also very happy and confident to join in with a wide range of challenging learning activities.  The childminder fully understands her role and responsibilities in relation to safeguarding children. Numerous, very rigorous and clearly written policies and

p.1

This provision is outstanding

procedures are in place to ensure the safeguarding and welfare of children. These are reviewed annually to ensure children's safety and welfare.  Parents are warmly welcomed and well informed about their child's needs. Very high levels of consistency and continuity of care between the child's home and the childminder's setting are effectively supported by frequent exchanges of information about children's care needs and interests.

p.1

Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the downstairs rooms.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector undertook a joint observation with the childminder during the afternoon.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of adults working in the setting and a range of other documentation.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day and of written comments provided by parents.

p.2

Information about the setting

The childminder was registered in 1987. She lives with her husband and three children aged 24, 21 and 14-years-old, in a house in Telford. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are 10 children on roll and the childminder is currently caring for four children within the early years age group. All downstairs areas of the house and the upstairs bedrooms are used for childminding and there is an enclosed outdoor play area. The childminder supports children with special educational needs and/or disabilities and those children who speak English as an additional language. The family has a cat and a dog. The childminder is able to take children to, and collect them from local schools. She is a member of the Professional Association for Childcare and Early Years and is qualified at level 3. The childminder receives support from the local authority.

p.3

To further improve the quality of the early years provision the provider should:

 continue to enhance the already excellent outdoor garden, for example, by providing labelling to support children's awareness of print in the environment.

p.3

who attend

Teaching is outstanding. The childminder supports children exceptionally well and uses adult-planned and child-initiated activities to extend children's thinking, interests and learning, in innovative ways. For example, the childminder and children become actively involved in decorating cakes, which they made the day before, to celebrate St George's Day. Children independently mix icing and use spoons, rollers and cutters with exceptional skill and control to mix, stir and cut out flag shapes. As a result, children are highly active and fully engaged in their learning and make extremely good progress. Superb and animated questioning enables children to develop their knowledge when independently playing and investigating. For example, the childminder and children explore the icing paste and discuss how it feels in their hands and what happens when it is rolled out on the table. She skilfully uses open-ended questions to challenge and extend children's

p.3

who attend

understanding. The childminder has produced an attractive chart of familiar phrases and words to support the communication skills of a child who has English as an additional language. She plans specific activities to successfully support learning and development, based on observed interests and needs. As a result, all children's communication and language is supported exceedingly well and they make excellent progress.

p.3

who attend

The childminder shows genuine and purposeful interest in children's play and interactions and as a result, relationships between her and the children are exceedingly positive, warm and strong. Children are very happy, confident and have consistently high levels of independence. They are highly active and motivated learners. They freely engage in many independently selected activities which they sustain for long periods of time. For example, the children very happily complete several large jigsaw puzzles, discussing the characters and pictures as they complete each one. Older children independently select their own materials and resources to make birthday cards. The childminder expertly challenges children to develop their skills and extend their learning. For example, she produces a cutter to cut shapes in the icing paste and children show great confidence when handling this new tool. The childminder has a deep and comprehensive understanding of children's

p.3

who attend

progress, their needs and interests. Assessment is rigorous and exceptionally comprehensive, giving an accurate picture of children's progress from their starting points. Learning files, called 'celebration books', for all children are started as the child begins at the setting, using information provided by the parents. Observations of children are carried out on their first day and again during the settling-in time, to monitor the child's progress and identify their needs and interests. These are shared with parents. Further detailed observations are undertaken frequently, recorded and cross-referenced to the areas of learning. These are supported by photographs, examples of children's work and written comments of special and exceptional moments of children's progress. The way that the childminder monitors and tracks children's progress and achievement is highly effective. Parents are fully involved in their child's learning and development as they are

p.4

who attend

actively encouraged to take the children's 'celebration books' home and add comments. These provide a delightful reference to share with other family members. The childminder uses all information in highly effective ways to develop weekly plans and adult-led activities, which are fully matched to children's needs and interests. As a result, children are making exceptional progress in their learning and development.

p.4

who attend

The childminder effectively uses the large and airy downstairs rooms to care for children and there is a big attractive garden. These provide excellent large spaces for children to explore, move and develop their physical skills, independence levels and confidence. Nevertheless, there is scope to enhance the outdoor spaces, for example, by providing labelling to support children's awareness of print in the environment. There are exceptional outdoor areas within easy reach of the childminder's home, such as woodland and field walks. These offer scope for many different activities to develop children's skills and learning, across all ages. For example, children freely explore the natural local environment, develop their knowledge and understanding of the local area and play outside extending their physical skills, imagination and independence. Children's transitions between the childminder, home and other settings are exceptionally well

p.4

who attend

supported. As result, children's needs are given utmost priority and they are exceedingly well prepared for future stages in their learning. Parents are warmly welcomed into the setting and have frequent exchanges of information. There is an excellent range of high quality resources freely available for the children. Attractive and stimulating displays and labels inside support children's developing literacy skills. As a result, children engage in an extensive range of self-chosen activities, both inside and outdoors, which interest and motivate them.

p.4

The contribution of the early years provision to the well-being of children

Children's personal, social and emotional development is very effectively supported within the setting. This enables children to form very strong and caring relationships with their peers and the childminder. She knows the children very well. As a result, children show a real sense of belonging; they feel very safe and have an especially strong developed sense of trust. For example, young children cuddle into the childminder and receive loving and sensitive attention. Behaviour within the setting is exceptionally good and children respond to instructions and directions especially well. The childminder is an exemplary, positive role model for the children. She treats them with great respect and loving care. Boundaries within the setting are very sensitively reinforced which ensures that children are safe and cared for in first class ways. Children's understanding of safety issues is demonstrated effectively through their play. For example, children understand why they

p.5

The contribution of the early years provision to the well-being of children

The childminder ensures a very clean and highly organised, attractive environment. She gives children time to develop their own play activities, at their own pace. She supports children in highly effective ways to develop good hygiene practices to prevent the spread of infection. For example, children respond positively when asked to wash their hands before icing cakes and after playing outside. Children are provided with healthy and nutritious meals and snacks, which are prepared by the childminder. The weekly menu offers very healthy, balanced and nutritious meals and snacks, which children clearly enjoy. Drinking water is freely available. Older children are fully independent in their personal hygiene routines. Younger children are given due respect and privacy when their personal care needs are being met. They are encouraged to develop their understanding in highly supportive ways as the childminder involves the children in collecting wipes and

p.5

The contribution of the early years provision to the well-being of children

nappies as appropriate. The large garden and frequent walks in the local area, give children abundant opportunities to move around freely, explore and develop physical skills.

p.5

The contribution of the early years provision to the well-being of children

The childminder is highly effective in sharing information about children's care needs and interests with their parents. There are very high levels of consistency and continuity of care between the child's home and the childminder's setting. As a result, parents are very well informed about their child's needs. The childminder ensures that she tailors the children's care according to their needs and ages and places exceptionally high emphasis on getting to know children's preferences and interests. Highly purposeful conversations take place between the childminder and the children to plan and get their views on the available activities. As a result, children are involved, active and motivated by the very interesting and highly innovative opportunities and experiences available to them.

p.5

provision

The leadership and management of the setting is outstanding. The ethos of the setting promoted by the childminder is one where children are the centre of everything they do. She has the highest aspirations for each child. There is a highly positive, pervasive 'can do' attitude and the childminder is exceptionally passionate about her work. The childminder is remarkably well organised and ensures that she complies with all aspects of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. For example, there are numerous, very rigorous and clearly written policies and procedures in place to ensure the safeguarding and welfare of children. These are implemented highly effectively to ensure children's safety and welfare and are reviewed annually. The childminder fully understands her role and responsibilities in relation to safeguarding children. There are vetting procedures and documentation for all

p.5

provision

adults in the home who have contact with the children. All the required policies and procedures, including risk assessments, are in place.

p.6

provision

The childminder is well qualified and this contributes to the exceptionally high quality of the setting. She places high priority on training and updating her skills and knowledge. As a result, the childminder fully understands how to extend and support children's learning, development and thinking in all areas. She shows an exceptionally strong commitment to the care and well-being of all children. For example, she praises children's efforts and achievements in a variety of ways using words, such as 'fantastic' and 'brilliant', instead of 'good', which helps to develop children's vocabularies. She uses cuddles and genuine enthusiasm to inspire children. The childminder has an excellent understanding of the educational programme and ensures the highly positive environment and innovative teaching methods contribute effectively to children's exceptional progress and learning. Children's achievements are very effectively clearly tracked against the early learning goals

p.6

provision

to monitor their progress and all children achieve well. The childminder has developed her own effective format for completing the progress check at age two, which is well embedded into her assessment and tracking arrangements. An informative letter is given to parents before the check is completed and this gives them good opportunities to contribute. A designated meeting enables the completed progress check at age two to be shared with parents and carers. There are very clear and achievable improvement plans in place. They are accurate, realistic and challenging and developed through discussions with children and parents' questionnaires and feedback. Recommendations from the last inspection have been met in full. This demonstrates a strong capacity for further improvement.

p.6

provision

Parent and carer discussions with available parents on the day of the inspection were exceptionally complimentary about the service provided by the childminder. Parents have also provided especially positive written testimonials about the childminder. They have a very high degree of trust in the childminder and talk about her as 'another member of their family'. They particularly appreciate the homely and loving environment in which their children are cared for. Parents are very well informed about the setting through an attractive and detailed welcome booklet and there are informative notice boards. Parents provide detailed information about their child before they start and as a result, the childminder can plan appropriate and supportive activities to help the child settle. Frequent discussions with the childminder enable information to be shared about children's care and activities. A home-to-setting diary is highly effective in supporting a

p.6

provision

two-way flow of communication, ensuring continuity and consistency of care for children, particularly during the settling-in period. Partnerships with the feeder schools and other providers are very strong and effective. As a result, children develop confidence and are well supported as they prepare for the next stage in their learning.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

p.8

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.8

Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.9

Setting details

Unique reference number 506644 Local authority Telford & Wrekin Inspection number 869295 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

p.9

Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.9

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.9

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.10

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

p.10

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11